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Graduate Employability: The Case of Botswana Open University, Certificate in Vocational Education and Training (CVET)
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning // Graduate employability has been a topic of interest to governments, training institutions, industry and graduates. In 2009 Botswana Training Authority (BOTA) identified a gap in the market of the lack of training skills among the trainers for the Technical and Vocational Education and Training (TVET). To close the gap, BOTA developed the unit standards for the training of trainers programme. The Botswana Open University (BOU) together with other higher education institutions adopted this program in 2016 and offered the training to the in-service as well as prospective trainers. The program is offered for a duration of 6 months. The study employed the qualitative research approach, which consisted of unstructured interviews to explore the perceptions of the employability of CVET graduates and their incorporation of employability skills acquired from the programme. A purposive sample of 20 graduates from five regional campuses were interviewed, premised on the overarching question: To what extent does CVET improve on the employability of its graduates? The findings of the study show that the CVET program is not only one of the popular short programs but its graduates are also employable. // Paper ID 176
High Impact Practices and Lifelong Learning
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning [PRESENTATION] // Employers value skills that cut across majors such as written and oral communication, teamwork, ethical decision-making, critical thinking, and the application of knowledge (Hart Research Associates, 2015, 2018). These skills are critical for lifelong learning. High impact practices (HIPs), such as writing-intensive assignments, collaborative projects, diversity/global learning, community-based learning, and ePortfolio, as well their underlying elements (e.g., high performance expectations; investment of time and effort; experiences with diversity; frequent, timely, and constructive feedback; reflection; real-world application; and public demonstration of competence) (Kuh & O'Donnell, 2013) (Kuh, 2008; Kuh, O'Donnell, & Schneider, 2017) can be re-imagined for distance learning contexts to help learners develop these skills. // This marketplace exchange aims to generate discussion on how both established and emerging HIPs can be integrated into the distance learning experience to provide learners with opportunities to develop employer-valued skills. Key questions include: Are these practices feasible in distance education contexts? How can they be cost effective and scalable? What pedagogical approaches and technology are needed? What factors must be considered to ensure success for diverse learners? The presenter and participants will share ways in which they are implementing HIPs to engage students, deepen learning, encourage persistence, and encourage the development lifelong learning skills. // Paper ID 943
Exploring Support Provision and Resources Strategies for Academic Performance Achievement Improvement of Tourism Management Students
No full textPCF10 Sub-theme: Fostering Lifelong Learning // This paper focuses on developing possible strategies for improving the academic performance achievement of tourism management students in institutions of higher learning. The study is significant to close match the existing gaps between academic grades awards and set standards for employment. The research employs participatory action research and survey feedback approach in a mixed-method premise entailing qualitative and quantitative methods. Data are presented, coded and analyzed using thematic analysis on Microsoft Excel Spread Sheet, bar charts and PSPP statistical analysis free software tool comprising simple percentages and means. The study discovers that the tourism management education process (support provision and resources) significantly impacts output (degree awards). In collaboration with the research participants, possible support provision and resources strategies developed for improving degree awards of TM students include the regular invitations of guest speakers from the tourism industry and related sectors, local and international exchange programs for the students, etc. // Paper ID 206
Digital Inclusion to Support Diverse Academic Needs of Learners: Investigating Leadership Preparedness and Challenges in Implementing ICT in Teaching Slow Learners in the Extended Stream of State Secondary Schools in Mauritius
No full textPCF10 Sub-theme: Promoting Equity and Inclusion // Plethora of researches have claimed the effectiveness of ICT as a support learning tool alongside traditional teaching approaches to help optimise learning gains of slow learners. With the emergence of the extended stream section in state secondary schools in Mauritius some years back, in view of an inclusive education, it is important to ensure that ICT is well embedded to capitalise on learning through the use of ICT with slow learners in the extended stream. The purpose of this case study is to: investigate how the leadership factor of a school affects the use of ICT in that stream; and to identify the challenges involved in using ICT in teaching extended stream students. A qualitative approach was used and data was collected through semi-structured interviews with six rectors of state secondary schools. Data was transcribed and processed using content analysis that located patterns in interview responses to build logical sequences of information. Analysis results were reinforced by additional data gathered from interviews with teachers of the extended stream as a means of triangulation. Results identified teacher-related and system-related barriers but also highlighted the importance of a school leader with tailored technology vision and plan that can curb the barriers identified. // Paper ID 474
Models of Tuition for Digital Education
No full textPCF10 Sub-theme: Promoting Equity and Inclusion // Digital education has a confusing realm of terminology. Models and modes freely apply the terms ‘online’, ‘hybrid’, ‘blended’, ‘flipped’ and (more recently) ‘hyflex’ as if they have specific and agreed meaning. Without discerning the potential differences across these (and other) terms, valuable opportunities for linking different models of tuition for different learner groups can be overlooked. // In the response to Covid-19, Emergency Remote Teaching (ERT) and Learning (ERL) have further muddied conversations around online and distance education. Imprecise definitions of MOOCs and micro-credentials also add to the confusion, making agreed frameworks of definition critical for both decision-makers and practitioners. All terminology, at its core, projects assumptions about teaching and learning that are usually undisclosed. // This paper proposes a framework comprising six models for digital education. Beginning with distinguishing between asynchronous and synchronous approaches to education, the six models span distance, face-to-face and work-based learning options each of which seek to match learner access with sound education. The six models suggests a different role for courseware and teachers, however linking all six models together can form a mutually-supportive and coherent system that encourages collaboration across multiple education institutes. // Once different models of education are defined, the potential for innovation – across courseware development, teaching, data analytics, and student success advocacy roles – becomes clearer. Differences and implications from the perspective of the learner also become more visible, with each model extending different benefits. // Paper ID 902
MOOC: Blended Learning Practice 8
No full textThe Blended Learning Practice massive open online course
(MOOC) is an introduction to blending technology and
distance education teaching strategies with traditional,
in-person classroom activities. Blended learning is an
important and rapidly-developing form of education, and
this intermediate-level course will emphasise its benefits to
both educators and students, including greater flexibility and
convenience, as well as potential increases in learner creativity
and independence.
This free, 4-week course, provided by the Commonwealth
of Learning (COL) in collaboration with Athabasca University,
is open to teachers and other education professionals in
diverse contexts. Anyone considering the implementation of
blended learning practice in their classrooms or programmes
will enjoy and benefit from participating in this MOOC. The
course is supported by a guidebook on blended learning,
which offers a review of various types of blended learning in
reference to the level of education, the needs of students,
and the subject being taught
Blended Learning Implementation at Ahsanullah University of Science and Technology – an Academic Quality Enhancer and a Savior During the Covid-19 Pandemic
No full textPCF10 Sub-theme: Promoting Equity and Inclusion // This work evaluates blended learning implementation at Ahsanullah University of Science and Technology (AUST) by integrating technologies with the collaboration of the Commonwealth of Learning (COL). It explores the readiness of students toward blended learning through their attitudes, perceptions of, and satisfaction. The Technology-Enabled Learning policy is institutionalized based on the necessary infrastructure and capacity of AUST and Twenty blended courses were developed for the students. These blended courses were offered by AUST during the COVID-19 pandemic, from 2 February to 13 December 2020. A student survey was carried out in all these courses. Twenty instructors also participated in a different survey comprising a few very significant questions addressing the experience of the teachers in terms of designing and teaching blended courses. After a successful application of blended learning at the AUST premise, we have gathered, filtered, and performed a number of significant statistical analyses on the available data to assess the impact. Course-wise performances for blended courses over non-blended ones were calculated. A stepwise regression analysis was performed to see the impact of the students’ self-regulated learning behavior. The approach came in handy to partially tackle the COVID-19 pandemic, which forced a nationwide shutdown of face-to-face studies in Bangladesh. // Paper ID 256
Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning
Get PDFPCF10 Sub-theme: Promoting Equity and Inclusion // School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches. // Paper ID 14
Promoting Resilience in Nurse Education
No full textPCF10 Sub-theme: Building Resilience [PRESENTATION ] // In a panel setting, we anticipate contributing to discussion around the following topics. The panel will be highly interactive with opportunities for Q and A on these and related topics based on audience interest. 1. In developing curriculum for professional training, how does an OER producer help users to align with national/local employer and regulator expectations? (5 minutes) 2. What are the options and considerations for using an OER platform or course management software with appropriate controls for file management, accessibility, user security etc.? (5 minutes) 3. What is the appropriate level of support regarding user’s abilities with technology and on-line resources? What about technology constraints in low-resource settings? (5 minutes) 4. Is there a role for OER related to administrative policies for educational institutions (i.e. ethical conduct, research approval, plagiarism)? (5 minutes) 5. How best might OER producers communicate the availability of curriculum resources to stakeholder groups and potential users? (5 minutes) 6. What mechanisms can be used for dynamic knowledge creation and translation to ensure that each course is based on current best practice? (5 minutes) /7. For nursing, a special concern with on-line learning is development of professional comportment ("high-touch" or compassionate care, values formation, accountability, professional identity, ethics etc.) Is there a role for communities of practice using social media to supplement OER tools? (5 minutes) 8. What social, cultural, or institutional factors influence uptake of OER materials by nurse educators? (5 minutes) 9. How does the use of OER in the professional education setting contribute to resilience in students, educators and national health systems? (5 minutes) // Paper ID 951
Developing Capacities to Maximize Female Student Retention and Resilience for Success in National Open University of Nigeria
No full textPCF10 Sub-theme: Building Resilience // Despite the existence of Directorate of Learner Support Services in National Open University of Nigeria, many students are unaware of the services and/or do not use them. The majority of students who consider leaving the University do not seek help from the Directorate. Female students particularly, fall in this category in National Open University of Nigeria. This substantiates research findings which argue that students who need help the most are the least likely to seek it out. As a matter of ethics, Open and Distance Learning (ODL) institution has an obligation to take steps toward retention and support of their students to become more engaged and more effective learners, and to build in them resilience. This paper examines ways of developing capacities to expand female student retention and building resilience for their success in National Open University of Nigeria. It combines student survey data, qualitative research with students, and analysis of institutional data to dissever information. It finds that to maximize female student retention and build resilience for completion of programmes admitted for, student and staff capacities could be developed through engagement nurtured within mainstream activities. This will not only engender a strong sense of belonging but will also build in the female students, confidence and resilience to complete their study. Further, the University Management needs to nurture a culture of belonging and creating the necessary infrastructure to promote female student engagement, retention and success. // Paper ID 157